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Culture Counts: Changing Power Relations in Education, by Russell Bishop, Ted Glynn
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Current educational policies and practices in most Western countries were developed and continue to be developed within a framework of colonialism - a context of epistemological racism that is fundamentally embedded in the dominant culture.
The model for addressing cultural diversity that is presented in this book is based on an indigenous Kaupapa Maori response to the dominant discourse within New Zealand. It promotes self-determination as guaranteed in the Treaty of Waitangi as a metaphor for power-sharing and has as its goal the advancement of educational outcomes and life opportunities for Maori children and those from other cultures.
In this model the classroom is a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledge of young people are seen as "acceptable" and "official", and where the teacher interacts with students in such a way that new knowledge is co-created and not seen as something that the teacher makes sense of and then passes on to students.
- Sales Rank: #4828627 in Books
- Published on: 1999-12-12
- Binding: Paperback
- 216 pages
About the Author
Russell Bishop holds the foundation chair for Maori Education and is also an Assistant Dean in the School of Education at the University of Waikato. He is of Tainui, Scottish and Irish descent, was born in the South Island of New Zealand and educated in both the South and North Islands. Russell taught Social Sciences and te reo Maori in high schools in Porirua and Rarotonga for some fourteen years before moving into tertiary education. His research interests are in the application of kaupapa Maori theorising to researching in Maori contexts that promote the self-determination of the research participants. He has also been active in devising strategies for evaluating institutional responses to the Treaty of Waitangi.
Ted Glynn holds the foundation chair in Teacher Education in the School of Education at the University of Waikata and is a Fellow of the Royal Society of New Zealand. Ted is of Irish descent and was born and educated in South Auckland. He has recently chaired the Board of the New Zealand Council for Educational Research. Ted has a wide background in Applied Behaviour Analysis, Special Education and bicultural and bilingual education. Ted helped to pioneer the Pause Prompt Praise reading tutoring procedures in South Auckland. He also helped to develop classroom behaviour management and staff development programmes in the first Guidance and Learning Unit in Mangere and at the residential Glenburn Centre in West Auckland. He ia a member of the Specialist Education Service Poutama Pounamu Education research Whanau in Tauranga, and he is a member of the universities team responsible for developing the Resource Teachers: Learning and Behaviour (RTLB) programme.
Most helpful customer reviews
5 of 5 people found the following review helpful.
Making culture count in Aotearoa and beyond
By A Customer
This book continues a trend in Maori education research looking beyond the Western research paradigms to those appropriate to the culture the indigenous peoples of Aotearoa New Zealand, and which is instructive to researchers working with other indigenous peoples. Both authors are highly placed academics in New Zealand universities and experienced researchers with Maori people. Bishop is himself of Maori and Celtic origins.
In Aotearoa the Treaty of Waitangi gives a legal standing to the relationship between the colonised and coloniser which is lacking in many other postcolonial societies, particularly in Australia. Although the treaty may be considered to have failed Maori people in the past, its presence is now being used to promote self-determination and power-sharing in a more articulate Maori society. The treaty is fundamental to the purpose of this book but this doesn't compromise the book's applicability elsewhere.
The book is organised into five chapters. The first takes a historical perspective on the development of the pattern of dominance and subordination of Maori, even with the presence of the Treaty of Waitangi, its impacts on New Zealand society in general and on Maori in particular. A model for evaluating power relationships is devised using five issues: initiation, benefits, representation, legitimation and accountability. This becomes a template used in further chapters. The second chapter looks at recent Maori educational initiatives using the model of power-sharing relationships, as well as developing community-controlled education facilities.
The third chapter relates to power and control relationships in educational research with Maori, and in a wider context Indigenous, peoples. It questions who gets the value from the research, the researched or the researcher, and looks to ways in which the imbalance can be rectified. It suggests moving towards structured "interviews as conversation" as a research methodology with some examples. The template is used again to allow a researcher to evaluate the purpose of their research, which they would also need to place in the context of those they are researching.
The last two chapters deal with power relationships in classrooms, the first with dealing with unequal relationships and the second with new approaches. These chapters should not be seen as separate from the rest of the book and the last chapter is synthesised from the experiences throughout it.
I found the book very engaging and easy to follow. The template with its five fields should be useful to researchers working in similar situations, as a way of orienting their research. The lack of a glossary of Maori words makes it difficult for an outsider to remember their meanings while working through the text. Many of the references are from New Zealand but I would have liked to see, for instance, how their research methodologies relate to some western ones, such as Guba and Lincoln's hermenuitic cycle.
0 of 1 people found the following review helpful.
Culture Counts
By A. White
Superb text on the importance of relationships in classroom especially for Maori students. Very worthwhile read
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